Brazil and Turkey in the Early Twentieth Century: Intertwined and Parallel Stories of Educational History
Autor(a) principal: | |
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Data de Publicação: | 2013 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Institucional da UNESP |
Texto Completo: | http://hdl.handle.net/11449/244964 |
Resumo: | Historiography is rich in examples of efforts to respond to issues concerning the emergence of similar cultural patterns, in cultures distant in either time or space. Many historians have employed the concept of network as alternative to the idea of influence, which implies, at least, unidirectional relations, steady in space and in time, between individuals, groups, and even entire societies; more than that, the idea of influence brought from the most ancient history of ideas is based on the (psychological) assumption that one pole ascends the other. The first pole is adult, developed, and civilized; and the other is infantile, underdeveloped, and primitive. Although there is evidence in favor of these new historiographical trends, historians of education have been shown to be averse to some conceptual and methodological revisions affecting that central idea and some of its prerequisites, such as national borders and linear temporality. The split between Eastern and Western culture/education is one of the most unequivocal products of that framework. |
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Brazil and Turkey in the Early Twentieth Century: Intertwined and Parallel Stories of Educational HistoryHistoriography is rich in examples of efforts to respond to issues concerning the emergence of similar cultural patterns, in cultures distant in either time or space. Many historians have employed the concept of network as alternative to the idea of influence, which implies, at least, unidirectional relations, steady in space and in time, between individuals, groups, and even entire societies; more than that, the idea of influence brought from the most ancient history of ideas is based on the (psychological) assumption that one pole ascends the other. The first pole is adult, developed, and civilized; and the other is infantile, underdeveloped, and primitive. Although there is evidence in favor of these new historiographical trends, historians of education have been shown to be averse to some conceptual and methodological revisions affecting that central idea and some of its prerequisites, such as national borders and linear temporality. The split between Eastern and Western culture/education is one of the most unequivocal products of that framework.Univ Estadual Paulista UNESP, Educ Grad Program, Sao Paulo, BrazilUniv Estadual Paulista UNESP, Educ Grad Program, Sao Paulo, BrazilPalgraveUniversidade Estadual Paulista (UNESP)Warde, Mirian Jorge [UNESP]Popkewitz, T. S.2023-07-29T11:33:28Z2023-07-29T11:33:28Z2013-01-01info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/article109-131Rethinking the History of Education: Transnational Perspectives on Its Questions, Methods, and Knowledge. Basingstoke: Palgrave, p. 109-131, 2013.http://hdl.handle.net/11449/244964WOS:000332293700007Web of Sciencereponame:Repositório Institucional da UNESPinstname:Universidade Estadual Paulista (UNESP)instacron:UNESPengRethinking The History Of Education: Transnational Perspectives On Its Questions, Methods, And Knowledgeinfo:eu-repo/semantics/openAccess2023-07-29T11:33:28Zoai:repositorio.unesp.br:11449/244964Repositório InstitucionalPUBhttp://repositorio.unesp.br/oai/requestopendoar:29462024-08-05T19:25:57.799926Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP)false |
dc.title.none.fl_str_mv |
Brazil and Turkey in the Early Twentieth Century: Intertwined and Parallel Stories of Educational History |
title |
Brazil and Turkey in the Early Twentieth Century: Intertwined and Parallel Stories of Educational History |
spellingShingle |
Brazil and Turkey in the Early Twentieth Century: Intertwined and Parallel Stories of Educational History Warde, Mirian Jorge [UNESP] |
title_short |
Brazil and Turkey in the Early Twentieth Century: Intertwined and Parallel Stories of Educational History |
title_full |
Brazil and Turkey in the Early Twentieth Century: Intertwined and Parallel Stories of Educational History |
title_fullStr |
Brazil and Turkey in the Early Twentieth Century: Intertwined and Parallel Stories of Educational History |
title_full_unstemmed |
Brazil and Turkey in the Early Twentieth Century: Intertwined and Parallel Stories of Educational History |
title_sort |
Brazil and Turkey in the Early Twentieth Century: Intertwined and Parallel Stories of Educational History |
author |
Warde, Mirian Jorge [UNESP] |
author_facet |
Warde, Mirian Jorge [UNESP] Popkewitz, T. S. |
author_role |
author |
author2 |
Popkewitz, T. S. |
author2_role |
author |
dc.contributor.none.fl_str_mv |
Universidade Estadual Paulista (UNESP) |
dc.contributor.author.fl_str_mv |
Warde, Mirian Jorge [UNESP] Popkewitz, T. S. |
description |
Historiography is rich in examples of efforts to respond to issues concerning the emergence of similar cultural patterns, in cultures distant in either time or space. Many historians have employed the concept of network as alternative to the idea of influence, which implies, at least, unidirectional relations, steady in space and in time, between individuals, groups, and even entire societies; more than that, the idea of influence brought from the most ancient history of ideas is based on the (psychological) assumption that one pole ascends the other. The first pole is adult, developed, and civilized; and the other is infantile, underdeveloped, and primitive. Although there is evidence in favor of these new historiographical trends, historians of education have been shown to be averse to some conceptual and methodological revisions affecting that central idea and some of its prerequisites, such as national borders and linear temporality. The split between Eastern and Western culture/education is one of the most unequivocal products of that framework. |
publishDate |
2013 |
dc.date.none.fl_str_mv |
2013-01-01 2023-07-29T11:33:28Z 2023-07-29T11:33:28Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
Rethinking the History of Education: Transnational Perspectives on Its Questions, Methods, and Knowledge. Basingstoke: Palgrave, p. 109-131, 2013. http://hdl.handle.net/11449/244964 WOS:000332293700007 |
identifier_str_mv |
Rethinking the History of Education: Transnational Perspectives on Its Questions, Methods, and Knowledge. Basingstoke: Palgrave, p. 109-131, 2013. WOS:000332293700007 |
url |
http://hdl.handle.net/11449/244964 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
Rethinking The History Of Education: Transnational Perspectives On Its Questions, Methods, And Knowledge |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
109-131 |
dc.publisher.none.fl_str_mv |
Palgrave |
publisher.none.fl_str_mv |
Palgrave |
dc.source.none.fl_str_mv |
Web of Science reponame:Repositório Institucional da UNESP instname:Universidade Estadual Paulista (UNESP) instacron:UNESP |
instname_str |
Universidade Estadual Paulista (UNESP) |
instacron_str |
UNESP |
institution |
UNESP |
reponame_str |
Repositório Institucional da UNESP |
collection |
Repositório Institucional da UNESP |
repository.name.fl_str_mv |
Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP) |
repository.mail.fl_str_mv |
|
_version_ |
1808129067083366400 |